School Improvement Model


 

There are 5 strands to our school improvement model; all 5 are delivered concurrently and each relies on the others to deliver school improvement at pace:

Active and visible leadership

Care, support and challenge

Opportunities for all

Respect, resilience and recognition

Needs of all are paramount

 

Active and visible leadership:

  • Clear vision and values at Trust and school level

  • CEO and Executive Headteachers are in schools

  • Headteacher carries out daily lesson drop-in, is on break duty; out and about at start/end of day; always modelling great teaching

  • Effective middle leadership held to account by line managers

  • School development plans are working documents

  • Systems and policies are standardised, aligned or autonomous

Care, Support and Challenge:

  • Culture is clear at Executive level and in all schools

  • Effective appraisal system in all schools (becoming aligned)

  • At board level, Directors drive improvements

  • CEO fortnightly meetings with each Executive Headteacher

  • Executive Headteacher meets weekly with Headteacher

  • HR Director supports welfare of Headteachers and all staff

  • Beginning to develop Trust expertise in core subjects e.g. writing and maths

  • School to school support

  • Trust QA programme

  • External consultants (Ofsted inspectors) visit each school annually

  • Termly reviews

  • 360 degree meetings (twice a year) (Team around the school)

  • Acorn Leadership Programme

  • Coaching

  • Relevant and high quality continuous professional development

 

Opportunities for all:

  • High quality curriculum

  • World class teaching and learning

  • Enrichment activities and opportunities

  • First class resources and facilities

 

Respect, recognition and resilience:

  • Belief in the Trust, each school and each individual

  • Partnership

  • Understanding that each school is a “giver” and “receiver” for the Trust

  • Executive Headteacher meetings – monthly

  • Headteacher meetings – 6 times/year

  • Working parties – as relevant

  • Praise is used appropriately and effectively across the Trust

 

Needs of all are paramount:

  • Relentless focus on outcomes for every child/student

  • Differentiation is a strong focus in all schools

  • Trust assessment, monitoring and tracking system is emerging

  • Weekly meetings on data

  • Standardised Pupil Progress meetings

  • Focus on all learners and Disadvantaged, SEND, LAC, Most Able

  • Moving to a Trust wide approach to SEND

  • Intervention is used appropriately